SECURITY
What may it access?
Choose the information and permissions the task needs.
GRADES 6–12 TRY AN AI & YOU ACTIVITY
Which one makes you want to attend?
You asked AI to make an image for a game night invitation. Which would you use?
ABOUT THE COURSE
AI gives a response.
You decide what to do with it.
In the sample, you see the request and three images AI generated from it for a game night invitation. You decide which response fits what you would use.
In AI & YOU, students practice this with real AI tools. They make images, check information, plan activities, and create things they care about.
They also choose what information to share, consider other people’s permission, and set limits before a tool takes action.
“AI gives me a response. I decide whether it serves as an answer to my question and what I will do with it.”Try a sending decision
ONE MORE THING TO TRY
A draft is ready.
May AI send it?
You asked for an invitation to review. Sending it is a different job. This short example lets you decide what should happen next.
Try the sending decisionPrepared example · no real messages
SIMULATION — NOT A LIVE AI TOOL
There are no connected accounts, addresses, or files. The draft, permission, and activity record below are made for this example. No button sends anything.
The job you gave AI
“Draft an invitation for our club’s games and drawing afternoon. I’ll review it before anyone receives it.”
DRAFT FOR REVIEW
Join us for games and drawing. New members are welcome. Check the club notice for the time and how to sign up.
Change the draft (optional)
Up to 600 characters. No real names or private details. This box does not use AI. Changing an approved draft means it needs another review.
What would you do next?
The draft is ready. No sending permission has been granted in this example.
What would be sent, and to whom?
A request to draft is not permission to send. A written instruction is not an account setting.
Prepared approval for this example
The fictional club leader has approved this exact draft for this fictional group. The example now allows one send. No real person has been contacted and no account settings have changed.
What happened in this example?
- Prepared draft displayed. Not sent.
This record describes this webpage’s simulation. It is not proof of activity in another tool.
What if something had already been shared?
Stopping a next step does not undo an earlier one. An account owner may need to review access or request a correction. Removing a link does not guarantee that every copy disappears.
For students: pause, tell the named adult privately, and avoid forwarding the material to explain what happened. You do not need to show the whole group.
The course gives students time to examine these choices: what the task needs, who may approve it, what actually happened, and who can help.
ETHICS
Who else is affected?
Consider consent, credit, fairness, and what others need to know.
AI ACTIONS
What did you allow?
Review steps, approve specific actions, and know how to ask for help.
EXPLORE THE COURSE
What students do
in the 8 sessions
Students use approved AI tools throughout. Security, ethics, and supervised AI actions are part of the eight sessions—not extra lessons added on top. Combine sessions or extend a project. Open a title for a short example.
01AI in everyday life
What students do: Look at or listen to an example, choose what information is appropriate to share, and use AI to make something. Record what mattered to you.
EXAMPLE OF THEIR WORK
A first creation and a note about your choices.
Try the first activity02What can I rely on?
What students do: Ask AI about an event or rule. Compare the response with a relevant source, including dates and missing details. Decide what you would pass on.
EXAMPLE OF THEIR WORK
A comparison showing what was checked, used, or left open.
03Why are the responses different?
What students do: Repeat an image request or try another approved tool. Compare the responses and ask who is represented and what the image leaves out.
EXAMPLE OF THEIR WORK
Images or descriptions with notes about details and unanswered questions.
04Planning with AI
What students do: Plan an event or activity. Select useful information and compare access options. Decide what may be drafted and what needs permission before action.
EXAMPLE OF THEIR WORK
A plan and a short record of information and permission choices.
05Trying a different request
What students do: Compare two versions of a request. In a harmless prepared example, inspect a sentence inside a source that tries to change the AI’s job.
EXAMPLE OF THEIR WORK
Two versions and a note about what changed—or did not.
06Making and sharing ethically
What students do: Make an original lyric, fictional character, or message. Consider who is affected, what needs permission, and what a recipient should know.
EXAMPLE OF THEIR WORK
A creation and the conditions for using or sharing it.
07When AI can take action
What students do: Use AI for a draft, then supervise a clearly labeled action simulation. Compare what was allowed with what happened, including what stopping cannot undo.
EXAMPLE OF THEIR WORK
An impact map and selected notes about access, action, and recovery.
Try the sending decision08Create something of your own
What students do: Create a scene, storyboard, or audio piece. Review consent, claims, credits, audience, and privacy. Sharing stays optional. Look back at earlier work.
EXAMPLE OF THEIR WORK
A creation, a short creator statement, and a closing reflection.
Grades 6–12In person or onlineUse approved AI toolsNo coding neededSecurity & ethics included
SAMPLE MATERIALS
What comes
with the course
The course includes a guide for instructors and a workbook for students. These images show selected parts of the real materials, not completed student work.
INSTRUCTOR GUIDE · PART OF THE COVER
Help for the person leading the course
The guide includes all eight session plans, security and ethics activities, a safe action simulation, and ways to take part in person or online.
Read the text from the cover
AI & YOU — An AI Awareness and Judgment Lab
Grades 6–12 · Middle school through high school
Face-to-face · Virtual · Blended
A flexible eight-session learning journey built around everyday encounters, live AI use, student decisions, and creations that matter to the people making them.
What did AI produce—and what did you do with it?
Students investigate responses, protect information, consider other people, and decide what a tool may do.
Cheryl Abram | Ypifany · Edition 1.1 · Security, ethics, and AI actions · Review and pilot edition · October 2026
Companion file: AI & YOU — Student Studio Workbook. Stable page codes W01–W23. Tool access, media, and local permissions must be checked before delivery.
STUDENT WORKBOOK · PART OF ONE PAGE
Pages for students to work with
Students can compare responses, record decisions, and note what a tool may access or do. They use only the pages needed.
Read the text from this page
W08 · Attempt A → B
Questions, context, and revisions
What I want this work to do / how I will judge usefulness.
Attempt A and Attempt B each have space for the exact request or saved location, the response location, and the tool or context.
What I changed / what I kept the same / what I expected.
This is a selected excerpt, not the complete worksheet.
Students bring in their own examples. On a page called the Local Swap Card, they choose familiar places, rules, activities, and facts to use in the lessons. This site shows a few samples, not the full guides or workbook.
WAYS TO TAKE PART
Students can talk,
write, or make something.
A student can contribute without speaking to the whole group or turning on a camera. The course offers different ways to share an idea.
Talk
Ask a question, share an example, or explain a choice.
Write
Use chat, write a private note, or add a comment to a piece of work.
Make
Change a line, draw an idea, or add something to the group’s project.
What does a school or nonprofit need?
A facilitator, the course materials, and approved AI access. Students can share devices or direct an instructor-operated tool.
The core agent activity is a labeled simulation, with a separate live AI drafting step. It does not require students to connect email, buy an agent plan, or open new personal accounts. Any optional live-agent demonstration needs a controlled, approved setup.
Does the course have to run over eight days?
No. The full plan has eight one-hour sessions, but they do not have to happen on eight separate days. You can combine sessions or spend longer on a project. A shorter program will cover fewer activities.
Is this the full course? Is the AI here live?
This website is a public sample. Its lyric and sending activity are prepared examples, not live AI. No messages are sent.
Students use approved AI tools throughout the full course. The action simulation is identified separately from that live work.
How do you look at what students are learning?
Students retain a few requests, responses, edits, plans, and permission or action decisions. They compare early and later work and explain what changed or stayed similar.
Instructors consider what supported participation and what got in the way. Catching an error is one observation, not proof that learning occurred. Keeping a useful response can also be meaningful.
Edition 1.1 is a review and pilot edition. The complete revised course has not yet been field-tested as a whole.
What about personal advice, AI companions, or environmental costs?
Optional fictional cases help students consider privacy and support in AI conversations, and the resources or people involved in making AI content. These replace an extension or use extra time. Students do not have to share private conversations or personal experiences.
TEACHING SOMETHING ELSE ALREADY?
Start with one AI step.
Then explore further.
The AI Retrofit Playbook helps instructors add an AI step to a lesson they already teach. AI & YOU gives students more time to investigate their choices, security, ethics, and permission to act.
Use either on its own or bring a nonidentifying piece of work from the first course into this one.
Explore the AI Retrofit PlaybookREAD MORE
Useful information about AI and learning
These links open information from other organizations. They are background reading, not endorsements of AI & YOU.
ABOUT AI MODELS
What can a model card tell you?
A research paper about documents that describe an AI model, how it was tested, and its limits.
Google Research AI BIASWhere does AI bias come from?
NIST explains how people, data, and organizations can contribute to AI bias.
National Institute of Standards and Technology ACCESSIBLE LEARNINGDifferent ways for students to participate
CAST offers guidance on how students can show what they know.
CAST UDL Guidelines STUDENT LEARNINGWhat should AI education include?
A student framework that includes human agency and ethics.
UNESCOCHILDREN & AIPrivacy, fairness, and well-being
Guidance on children’s rights, AI companions, and safe participation.
UNICEFPERMISSIONS & ACTIONSWhy limit what a tool can do?
Technical background for instructors about restricting access and requiring specific approval.
OWASPMore technical background for instructors
OWASP: instructions hidden in outside content
NIST: roles, resources, and oversight
These sources inform specific explanations. They do not certify or validate the course. Sources for this update were reviewed on 18 October 2026; check current tool conditions before teaching.
WHO CREATED AI & YOU
Built by someone who designs and evaluates learning for young people.
Cheryl Abram is a curriculum designer, a program evaluator, and the founder of Ypifany. She is the Chief Learning Officer for Future Kings, a nonprofit that brings STEM and cybersecurity training to young people. She is also an Army veteran, a former social worker, and a working mother.
- Cyber certification program for Stafford County Public Schools
- Curriculum design and evaluation for Prince William County's technology inclusion work
- CompTIA certification work with Jason Learning through VIRCYB
- Lead evaluator for the Federal Executive Institute
- Author of "Unlearning Evaluation" in T&D Magazine
AI & YOU · BY CHERYL ABRAM / YPIFANY
Bring AI & YOU to your school or organization.
Interested in purchasing the course materials or having Cheryl facilitate the course? Get in touch to discuss what would work for your group.
Email: cherylabram@ypifany.com
LinkedIn: Connect with Cheryl Abram
